Being Here, Now.

Internationalization in higher education is no longer a luxury or mere buzzword – it is now a strategic imperative. At Ateneo de Davao University (AdDU), our approach to internationalization is distinctive: it is internationalization for Mindanao, meaning our global engagements are deeply rooted in Mindanao’s realities and the university’s mission. This means every international partnership, exchange program, or collaborative project is designed to serve Mindanao and advance AdDU’s vision of social justice, peace, and development in our region. As our Ateneo Internationalization for Mindanao (AIM) Office states, we pursue “strategic internationalization rooted in Mindanao realities, identities, histories, struggles, and aspirations.”

Internationalization in higher education refers to the intentional process of integrating international, intercultural, and global dimensions into the purpose, functions, and delivery of education. CHED defines it as encompassing a broad spectrum of activities—from student and faculty mobility, joint research, and collaborative online international learning (COIL), to transnational higher education (TNHE), internationalized curricula, and global partnerships. At its foundation, internationalization expands our horizons—broadening the perspective of learners, institutions, and communities to understand and engage with global trends, diverse cultures, and shared challenges. It equips students not only to compete in a global labor market but also to participate meaningfully in an interconnected world shaped by digital transformation, demographic shifts, climate urgency, and geopolitical changes.

But internationalization is not only about breadth; it also demands depth and a willingness to cross frontiers. It deepens the academic experience by embedding global perspectives into local contexts—allowing institutions to reimagine pedagogy, research, and community engagement in light of global knowledge and comparative insights. It encourages critical reflection on national and regional realities and how these relate to, or diverge from, global trends. The frontier, meanwhile, is the space of innovation and transformation: where higher education institutions take bold steps in forming new partnerships, embracing digital modes of exchange, and responding to emerging global needs. In this view, internationalization is both a responsibility and an opportunity—for institutions to not only learn from the world but also to contribute meaningfully to it.

Internationalization, then, is both inward and outward: it enhances the quality of our education while positioning Ateneo de Davao as a vital actor in the global pursuit of justice and the common good. In doing so, it aligns with the global mission of the Society of Jesus: to accompany the excluded, promote justice and reconciliation, care for our common home, and journey with the youth toward a hope-filled future.

WHERE WE ARE

The AIM Office and Its Role

The establishment of the Ateneo Internationalization for Mindanao (AIM) Office in June 2019 marked a pivotal step in AdDU’s pursuit of internationalization. The AIM Office was born out of AdDU’s revitalized vision and mission, serving as the primary hub to initiate and support international partnerships and programs. Guided by the principle of “strategic internationalization rooted in Mindanao,” AIM helps the university community establish and sustain global linkages, facilitates collaborative programs, and fosters intercultural understanding through formative and experiential learning. In concrete terms, AIM functions as our gateway to the world – assisting faculty in forging academic collaborations, enabling student exchanges, and hosting international visitors – all while ensuring these activities remain grounded in Mindanao’s context and needs.

Global Partnerships and Mobility

While we are still in the early stages of fully institutionalizing international mobility, important systems and structures are already in place—and we have made concrete progress. Over the past few years, we have developed and formalized partnerships with institutions across Asia, North America, Europe, and beyond, primarily through our participation in consortia such as AJCU-AP, ASEACCU, and UMAP. These affiliations have begun to open pathways for faculty and student mobility, academic collaboration, and cultural exchange.

We have already sent students and faculty to institutions in Indonesia, Malaysia, Taiwan, China, Canada, the United States, and Japan, among others—several of whom have completed semester-long or short-term programs that are recognized for academic credit. At the same time, AdDU has welcomed inbound students and visiting faculty, who have contributed to classroom discussions and campus life with their international perspectives. The AIM Office manages these exchanges, ensuring that inbound participants receive essential support for visa processing, orientation, and integration into university life. While the scale of participation is not yet where we envision it to be, the groundwork has been laid, and the experiences thus far have shown the strong potential of mobility as a pillar of our internationalization.

Innovations in International Learning

Ateneo de Davao University has adopted Collaborative Online International Learning (COIL) as a strategic and inclusive approach to global learning. COIL connects students and faculty from AdDU with counterparts abroad in jointly designed and co-taught modules, allowing for sustained intercultural dialogue, collaborative projects, and comparative perspectives—all embedded within regular classes. Enabled by our investment in HISFLEX classroom infrastructure, this model supports synchronous participation between local and international students, bridging geographic divides and making internationalization accessible beyond the limits of physical travel.

Our faculty’s engagement in the AJCU-AP COIL initiative, facilitated by the AIM Office, has produced a growing pool of “COIL Champions”—innovative educators who have partnered with colleagues in Indonesia, Japan, Taiwan, and other countries to co-create transformative classroom experiences. However, while these early adopters have paved the way, we acknowledge that faculty participation remains limited relative to the university’s full potential. Strengthening this area—by integrating COIL into more courses, providing targeted training and incentives, and embedding it in department-level planning—is a clear priority. COIL continues to be a cornerstone of our “internationalization-at-home” strategy, and expanding our pool of champions will be key to ensuring that more students, across more disciplines, benefit from these global learning experiences.

Short-Term and Faculty/Staff Mobility

Beyond semester-long exchanges, AdDU offers short-term global programs that integrate international exposure into academic learning. The Global Experiential Learning (GEL) Program allows students to join overseas study tours aligned with their coursework. In early 2025, over a hundred students from the School of Business and Governance visited South Korea, Vietnam, and Thailand. These faculty-led trips included visits to companies like Samsung and Hyundai, academic engagement with Sogang University, and field studies on Vietnam’s agribusiness and Thai marketing practices. Students gained not just academic insights but also personal growth in leadership and adaptability—proof that global learning is embedded, not extracurricular.

Faculty, administrators, and staff also participate in the International Study Visit Program. In 2024–2025, teams visited universities and communities in South Korea, Vietnam, Thailand, Hong Kong, and soon, Indonesia. Programs like “Pathways to Peace” (Social Work in Thai refugee camps) and “Psyched in Hong Kong” (Psychology study tour) advanced professional development and institutional ties. Another upcoming visit to Sanata Dharma and Dhyana Pura Universities will deepen Jesuit collaboration and explore Indonesian higher education. The program’s inclusive approach extends to part-time and non-teaching staff, affirming that global exposure is for the entire academic community.

The Mindanao Study Visit inverts typical exchanges by bringing international students and faculty to Davao for weeklong immersions. Through site visits and cultural engagements, guests learn about Mindanao’s communities, industries, and advocacy networks. These programs reshape global perceptions of the region while giving AdDU students and faculty a chance to serve as hosts and cultural ambassadors. Together with initiatives like the AJCU-AP Service-Learning Program, these efforts reflect how AdDU uses internationalization to benefit both Mindanao and the wider world.

Integration into Research and Curriculum

Internationalization at Ateneo de Davao University (AdDU) extends beyond mobility programs, deeply embedding itself into research and curriculum innovation. A notable example is the Cultures-Based Curriculum Project with the Xavier Learning Community (XLC) in Chiang Rai, Thailand. XLC, a Jesuit initiative serving ethnic minority youth, collaborated with AdDU’s School of Education to develop a culturally sensitive curriculum. This endeavor built upon AdDU’s prior experience in 2015, where it crafted a culturally sensitive senior high curriculum for the T’boli indigenous community in South Cotabato, Mindanao. Leveraging this foundation, AdDU educators worked with XLC to design a curriculum integrating the local knowledge of the Karen and Akha communities in northern Thailand. The project involved extensive field studies, workshops with local educators, and consultations with anthropologists. By 2021, the XLC cultures-based curriculum was completed with support from the United Board for Christian Higher Education in Asia. Subsequent training for XLC teachers in 2022 facilitated the curriculum’s implementation. This initiative not only enriched XLC’s educational offerings but also contributed to its recognition as an accredited institution in Thailand. The project was highlighted in the CHED ICONS 2023 award, underscoring AdDU’s commitment to inclusive internationalization and the integration of diverse cultural perspectives into higher education. Through this collaboration, AdDU effectively applied insights from indigenous education in Mindanao to an international context, fostering mutual enrichment and advancing its mission of transformative education.

Ateneo de Davao University (AdDU) maintains a longstanding and mission-driven partnership with the Saint Aloysius Gonzaga Institute of Higher Studies (SAG-IHS) in Taunggyi, Myanmar. Established in 1998 by the Society of Jesus, SAG-IHS serves ethnic minority youth from conflict-affected and underserved regions, offering programs in English language, teacher training, social work, and leadership development. Since 2012, AdDU has collaborated with SAG-IHS through faculty exchanges, curriculum development, and capacity-building initiatives. The School of Education has dispatched multiple batches of faculty to conduct professional education courses, enhancing the pedagogical skills of SAG-IHS instructors and students. In July 2019, AdDU awarded its Diploma in Education to SAG-IHS students who completed the integrated program, marking a milestone in the institute’s journey toward becoming a degree-granting institution. Complementing these efforts, the Cardoner Volunteer Program has deployed AdDU alumni and faculty to SAG-IHS for year-long service assignments. These volunteers contribute to teaching, curriculum development, and community engagement, embodying the Ignatian call to be “men and women for others.”

Likewise, internationalization has made its way into our curricula at home. Many academic programs now include courses or modules with international themes, often co-taught or enhanced by visiting professors. For example, our Global Marketing, International Business, and similar courses actively use case studies from other countries and sometimes incorporate study trips (as seen with the SBG tours). The presence of exchange students in classes also forces a more global discussion, which some departments have leveraged by assigning group projects that mix local and international students. Additionally, through virtual international learning sessions (another innovation during the pandemic), we’ve had guest lecturers from partner universities address our classes via video conference. In 2020, AdDU ran Virtual International Learning Sessions in partnership with local Davao universities network and institutions abroad like UMT in Pakistan and the American Musical and Dramatic Academy in the US . Those sessions brought global experts into our (online) classrooms to dialogue with students about various topics. We also held a Remote International Internship program in late 2020, where students from Myanmar interned (virtually) with organizations here, and an Electronic Service-Learning project with students from multiple countries working together on community-based projects online. These experiences show how much creativity our faculty and staff have poured into sustaining international engagement even when travel was restricted.

Recognition and Milestones

Our internationalization efforts have garnered significant recognition, both nationally and internationally. In 2021, AdDU received the inaugural Philippine Higher Education Internationalization Award from the Commission on Higher Education (CHED) and UP Open University, acknowledging our early and strategic integration of global education. This was followed by the 2023 CHED ICONS Outstanding International Education Program Award, highlighting our innovative and inclusive international initiatives. Regionally, AdDU was honored with the 2022 ASEAN “Outstanding Internationalization Practice” Award for our creative global engagement during the COVID-19 pandemic. Additionally, our internationalization website earned a QS-APPLE Gold Award, reflecting our effective communication of global programs.

Our collaborative efforts have also been recognized. The Xavier Learning Community (XLC) in Thailand, with which AdDU partnered to develop a cultures-based curriculum, was awarded the St. Peter Canisius Medal by the International Association of Jesuit Universities (IAJU) in 2022. This honor acknowledges XLC’s exceptional commitment to Jesuit higher education and its work with marginalized communities. Similarly, the Saint Aloysius Gonzaga Institute of Higher Studies (SAG-IHS) in Myanmar, supported by AdDU through faculty exchanges and curriculum development, received the same medal in 2025, recognizing its dedication to educating ethnic minority youth in challenging contexts .

These accolades underscore our role as a leader in internationalization, demonstrating how our mission-aligned strategies and partnerships contribute to transformative education and global solidarity. As a result, higher education institutions from across the Philippines regularly benchmark with AdDU to learn from our inclusive, community-engaged, and context-sensitive internationalization practices.

WHERE WE WANT TO GO

Having laid the groundwork, our next task is to envision where we want to go in the coming years. Internationalization is a continuous journey – one that must evolve with changing times and the needs of our academic community. Our aspirations can be summarized in several key commitments:

Strengthening Student and Faculty Mobility

Building upon our strong foundation in internationalization, Ateneo de Davao University (AdDU) is committed to further enhancing the mobility of our students and faculty. This strategic focus aims to deepen global engagement, foster cross-cultural understanding, and enrich academic experiences. To support these initiatives, AdDU has instituted the Global Citizenship Fund, a dedicated resource designed to provide financial assistance for student participation in international exchanges, internships, and study tours. This fund ensures that deserving students have access to global learning opportunities, reinforcing our commitment to inclusive internationalization. 

Complementing financial support, AdDU has established robust systems to facilitate mobility. The UMAP Student Connection Online (USCO) platform streamlines the application process for outbound programs, offering students a centralized portal to explore and apply for international opportunities.  Additionally, the AIM Office provides comprehensive guidance throughout the mobility journey, from program selection to post-exchange reintegration.

Despite these resources, we recognize the need to raise awareness about available mobility programs. Efforts are underway to enhance communication strategies, ensuring that all students and faculty are informed about the opportunities and support systems in place. By strengthening both the financial and structural aspects of our mobility programs, AdDU aims to cultivate a globally engaged academic community. This aligns with our mission to form individuals who are not only academically competent but also culturally sensitive and socially responsible, ready to contribute meaningfully to both local and global contexts.

Deepen Curriculum Internationalization and Compliance with Policies

Moving forward, we aim to more deeply embed international experiences and competencies into our curricula, in line with CHED guidelines. For instance, we plan to operationalize CHED Memorandum Order No. 26, s.2015, which provides policies and procedures for integrating International Educational Trips (IET) into undergraduate and graduate programs. This means that academic units will be encouraged to include well-planned international study tours or field trips as part of course requirements or enrichment activities (when relevant to learning outcomes). Such trips – whether visiting ASEAN neighbors or other regions – should not be ad-hoc but purposeful learning experiences tied to academic goals, cultural exposure, or research.

Likewise, AdDU is committed to implementing the newly released CHED Memorandum Order No. 10, s.2023 – the “Enhanced Policies, Standards, and Guidelines on the Student Internship Abroad Program (SIAP)” . With this, we envision more of our students undertaking overseas internships (practicum or OJT) as part of their degree programs, especially in disciplines like Business, Hospitality, ICT, or Engineering where global industry experience is invaluable. By aligning with CMO 10 (which lifts the pandemic-era suspension of such internships and sets quality standards for training abroad ), we ensure our students’ international internships are properly accredited, supervised, and beneficial to their professional development. In sum, one strategic goal is to formalize and broaden international learning opportunities (study tours, internships, service-learning) under the framework of CHED policies, thereby guaranteeing academic rigor and student safety while expanding global exposure.

Pursue Transnational Higher Education (TNHE) Initiatives

A bold direction for AdDU is to engage in transnational higher education programs – going beyond exchanges toward jointly delivered degrees and research with foreign partner universities. We recognize that the future of higher education, especially in ASEAN, involves deeper collaboration across borders. In this light, AdDU seeks to establish joint or double degree programs and cotutelle Ph.D. arrangements with reputable international institutions. In a joint or double degree, curricula are collaboratively developed and students earn a single degree jointly conferred by both universities (or dual diplomas). A cotutelle Ph.D., on the other hand, allows a doctoral student to be co-supervised by an AdDU faculty and a foreign faculty, conducting research that fulfills requirements of both institutions and culminating in a jointly recognized doctorate. These models of TNHE enable our students to gain world-class credentials without entirely leaving Mindanao, and they promote two-way mobility of knowledge: foreign students/researchers may spend time at AdDU, while our students spend a term or research period abroad. We envision, for example, a joint master’s program in Environmental Science with an Asian or European university, or a cotutelle Ph.D. in Anthropology focusing on Mindanao’s indigenous cultures in partnership with a foreign anthropology department.

Such programs would elevate AdDU’s academic profile, attract diverse talent, and yield research with global impact. Importantly, our TNHE aspirations are supported by enabling Philippine policies – notably Republic Act 11448 which encourages Philippine HEIs to establish transnational education partnerships and even campuses abroad, to enhance educational quality and broaden access. By pursuing TNHE, AdDU aligns with this national thrust to innovate and internationalize higher education. Our long-term vision is an AdDU that is not only in Davao but also of the world – with joint degree graduates, co-authored research by AdDU and foreign scholars, and perhaps even extension programs serving Filipino learners overseas.

Strengthen Research and Faculty Collaboration Networks

Another strategic goal is to ramp up international research collaborations and faculty development through global linkages. While teaching and student mobility often get prime attention, research internationalization is equally crucial for a university of our stature. We aim to encourage more faculty to engage in joint research projects, publications, and conferences with counterparts abroad. This can be facilitated by tapping into networks like the United Board for Christian Higher Education in Asia (which supported our XLC project), ASEAN University Network, and Jesuit university coalitions, as well as via government-funded programs (e.g., CHED’s grants for international collaboration). One successful model to emulate is the Xavier Learning Community curriculum project: in that partnership, AdDU’s School of Education faculty worked with XLC in Thailand to co-develop a culturally-sensitive higher education curriculum, blending Thai academic standards with local indigenous knowledge. We see such collaborations as win-win: they address real-world educational needs and produce scholarly outputs (curricula, case studies, research data) while deepening faculty expertise. Going forward, we hope to launch more projects of this nature – for instance, collaborative research on sustainable agriculture in Mindanao with Japanese or Australian universities, or comparative studies on peace education with universities in conflict/post-conflict regions worldwide. Through these efforts, our faculty will contribute to global knowledge production from a Mindanaoan lens, and our university will strengthen its reputation as a research partner of choice in areas like environment, peace studies, intercultural theology, and development.

Improving our Global Visibility

We have made important strides in national and regional rankings, highlighting our potential to grow as a globally recognized academic institution. In the 2025 QS Asia University Rankings, AdDU ranks within the 701–750 bracket across Asia, 119th in Southeast Asia, and stands among the top 25 universities in the Philippines. It is currently the highest-ranked private university in Mindanao. Further affirming its regional leadership, AdDU placed 1st in Southern Philippines and 46th in Southeast Asia in the 2025 AppliedHE Private University Ranking. These achievements reflect our institutional credibility and commitment to excellence. In addition, the July 2024 edition of the Webometrics Ranking of World Universities placed AdDU 19th nationwide and top in the Davao Region—demonstrating strong academic influence and digital presence. While we are not yet included in global sustainability-based rankings such as the Times Higher Education (THE) Impact Rankings, our programs on peacebuilding, social justice, and community development offer strong alignment with many of the UN Sustainable Development Goals, providing a path toward future participation.

To build on this momentum, internationalization must be leveraged more strategically. Ranking systems such as QS Asia and THE include indicators directly tied to global engagement—such as international student and faculty ratios, research collaborations across borders, and global academic reputation. Similarly, other ranking outfits consider international visibility and research excellence in its scoring. As we expand faculty and student mobility, develop joint degree programs, and deepen our partnerships with universities abroad, we also strengthen the very metrics used to assess and recognize institutional quality on the global stage. Our long-term aspiration is not merely to improve our numerical standing but to ensure that AdDU’s unique contributions are visible, impactful, and connected to broader global movements.

Enhance Global Competence and Student Development

Ultimately, the purpose of all these strategic initiatives is to form our students (and faculty) into globally competent, socially responsible citizens. We want every AdDU graduate – even those who may not travel abroad – to have international and intercultural competencies. Thus, another direction is to integrate “internationalization at home” more systematically in campus life. This includes infusing global issues and diverse perspectives across the curriculum, inviting international guest lecturers (virtually or in-person) into our classes, strengthening foreign language offerings, and organizing more international events in Davao (conferences, cultural festivals, academic competitions). Our vision of success is that internationalization becomes a pervasive ethos at AdDU: it is reflected in our teaching, research, and outreach, and it resonates with our identity as a Jesuit institution serving Mindanao in a global context. By aiming high – to be a globally engaged university – we are in fact giving fuller meaning to our mission of forming leaders for the common good. As we chart these future directions, we remain grounded in our values: we internationalize not for prestige alone, but to enhance academic excellence, intercultural understanding, and societal impact in Mindanao and beyond.

POSSIBILITIES

We now turn to the most important element: our collective action as a University. Achieving our internationalization goals is a shared endeavor that heavily depends on the creativity, initiative, and cooperation of the faculty. What are the concrete possibilities for faculty involvement and collaboration? Think of this as a roadmap of opportunities – a call to become active protagonists in AdDU’s internationalization narrative.

Here are several ways our faculty can contribute and benefit:

Integrating Global Perspectives in Teaching

Each faculty member can internationalize the curriculum in their own courses. This might mean updating syllabi to include international case studies or research, discussing global and regional trends in your field, or comparing how different cultures approach the subject matter. By doing so, you ensure that even students who never go abroad gain a broadened worldview in the classroom. Consider, for example, incorporating units on ASEAN or global themes relevant to your discipline, or inviting an international expert for a guest lecture (via Zoom or in person). These efforts, though small individually, foster an environment where our students routinely engage with knowledge and perspectives beyond the Philippine context – fulfilling the “internationalization at home” ideal. The AIM Office can support you with resources and connections for this purpose.

Becoming a COIL Champion

If you are looking for a structured way to bring international collaboration into your teaching, join the COIL Program. As mentioned, Collaborative Online International Learning pairs you with a professor in another country to co-teach linked classes. Imagine your class working together with students in, say, Malaysia or Taiwan on a joint project – analyzing a shared case, exchanging ideas weekly, and producing a collaborative output. Several AdDU faculty have already successfully done this through the AJCU-AP COIL initiative, and you can be next. The AIM Office offers training and matchmaking for interested faculty (the COIL Champions program). By signing up, you commit to co-design a short joint module (often 5-8 weeks) with a partner abroad , receive support in using online tools, and ultimately get a certificate recognizing your contribution. Not only does COIL enrich student learning, it is also a professional development opportunity – you will learn new pedagogical approaches, expand your network, and perhaps even lay groundwork for deeper research collaboration with your partner. Participating in COIL is cost-free and aligns perfectly with our thrust of accessible internationalization. We encourage faculty from all disciplines to consider this, as COIL can work whether you teach literature, business, science, or nursing – any course can gain from an intercultural exchange component.

Mentoring and Supporting Student Mobility

Faculty play a crucial role in the success of student mobility programs. You can encourage promising students to apply for study-abroad opportunities or international internships, and mentor them through the process. This could involve writing recommendation letters, helping students identify programs that fit their academic plan, or guiding them on research topics to pursue while abroad. Upon their return, faculty can further help reintegrate students’ learning – for instance, by allowing them to share insights in class or by supervising special projects that build on their international experience. Moreover, faculty leaders may propose and lead international educational trips for your department– such as a field trip to an ASEAN country or participation in an overseas conference or competition with students. By taking initiative to organize these activities (with AIM Office’s logistical help), you create new learning adventures for our students. Remember that many students, especially those from marginalized backgrounds, might feel international experiences are beyond their reach; a supportive mentor can make a huge difference in motivating them and ensuring they get the most out of it. In essence, faculty engagement is key to democratizing internationalization – making sure it’s not just a privilege for a few, but an opportunity for many of our students.

Engaging in Collaborative Research and Projects

As researchers and scholars, you have tremendous opportunities to internationalize your work. We encourage faculty to form research collaborations with overseas colleagues. Perhaps you met someone at a conference, or have an alma mater abroad – why not initiate a joint research project? This could lead to co-authored papers, comparative studies, or even international research grants. The AIM Office and University Research Council can assist in linking you with partners or funding calls. For example, building on the success of the XLC curriculum project (where our faculty helped design a curriculum for a new college in Thailand ), you might propose other projects that leverage our expertise to assist communities or institutions abroad. Similarly, consider hosting international research interns or Fulbright scholars in your department, or undertaking a sabbatical visit to a partner university. All these activities enrich our academic environment. They also showcase AdDU’s strengths on a global stage – whether it’s Mindanao peacebuilding, biodiversity conservation, or theology in an Asian context, we have much to share. By collaborating across borders, faculty also help internationalize the knowledge production at AdDU, ensuring that our scholarship engages in global dialogues and addresses issues of international significance.

Driving New Partnerships and Programs

Faculty often serve as ambassadors and bridge-builders for the university. Your professional connections can spark the next international partnership for AdDU. Don’t hesitate to bring forward ideas: perhaps a dual degree with a university where you have a contact, or a new exchange program in a discipline not yet covered. The administration is very open to faculty proposals for international MOUs or consortium participation, especially if they align with our strategic goals. For instance, if your department sees value in a cotutelle Ph.D. agreement with a foreign institution (to co-train doctoral students), you can champion that idea and work with AIM and academic heads to realize it. If you’re part of an international academic society, maybe AdDU can host its next conference or a summer school in Davao – attracting foreign participants to experience our campus. Collaborative action means breaking silos: faculty, administrators, and AIM working together to design programs that benefit our students and faculty. With the new CHED guidelines (e.g., on internships abroad), there is also room for interdisciplinary collaboration – a team of faculty across different schools might design an interdisciplinary overseas study tour or service-learning program tackling an SDG (Sustainable Development Goal), something that could win external funding or recognition. The possibilities are vast when we pool our talents and connections.

Cultivating a Global Campus Culture

Finally, faculty can help cultivate the intangible yet crucial aspect of internationalization – a global-minded campus culture. This involves everyday actions and attitudes: showing hospitality to international students and visiting professors, incorporating inclusive perspectives in discussions, and exemplifying curiosity about other cultures. Small gestures like attending international students’ presentations or joining cultural events on campus can have a big impact. As mission-driven educators, we understand that global awareness and solidarity are part of forming persons-for-others. By modeling openness and adaptability, we mentor our students to be at home with diversity. Additionally, faculty input is valuable in policy-making: you can contribute ideas to the university’s internationalization policies (perhaps through committees or feedback sessions). For example, as we implement the Student Internship Abroad Program, your insights on curriculum integration and assessment will help ensure its success academically. In short, think of yourself not just as a participant in international activities but as a co-creator of AdDU’s global identity.

CONCLUSION

I invite you to consider not just where we are, but where we could be. Internationalization opens horizons—expanding what our students can see, experience, and imagine. It challenges us to look outward, to situate our disciplines within global contexts, and to connect our work to a wider world. But expanding horizons is not enough. We must also seek depth: to internationalize not just through mobility or partnership, but through thoughtful, rooted integration—global learning anchored in local relevance, especially in Mindanao’s realities, enriching our teaching, research, formation, and engagement in a way that empowers students to thrive across cultures while staying true to their communities.

And then there is the frontier: that space of uncertainty and possibility. That is where we are now. We have the institutional support, a growing group of COIL champions, and functioning systems—but we need more engagement, more risk-taking, more faculty-led innovation. I urge each of you to take even one step toward that frontier: whether it’s proposing a COIL module, initiating a tie with a foreign university, mentoring an outbound student, or applying for a joint research grant. The AIM Office and the university leadership are here to support, but the spark must come from you. If we collectively commit to even small acts of internationalization, the cumulative impact will shape the future of Ateneo de Davao as a globally engaged university rooted in the Mindanao.